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Accreditation of Training ProgramT H E need for some evaluation and direction of training programs for school psychologists is obvious. There are already many inadequate courses-not all of them in second-rate institutionspurporting to provide the necessary knowledge. As more people become aware of the demand for psychological services and seek instruction, more colleges and universities will enter the field of training. Even with the best intentions, some of these are likely to lack experienced faculty or proper practicum facilities or both. Many students may find that they have spent time and money more or less in vain. State departments of education may find that they have been wrong in accepting degrees as a basis of certification. Superintendents may be misled into employing unqualified personnel. Worst of all, children will be subjected to dangerous bunglers. And, of course, psychology as a profession will suffer ill repute.Setting up standards is difficult in any profession, and particularly in a relatively new profession like school psychology. The pioneers in the field have different backgrounds. They have picked up their training piecemeal, much of it by trial and error on the job. There are, in short, no precedents of proved worth, and, because of the need for flexibility and experimentation, precedents will grow slowly. A further difficulty is that courses in a school-psychology program may be given partly by teachers of education and partly by teachers of psychology. There is danger that neither department will make itself responsible for the total program, either as to content or as to standards. Moreover, institutions may find it hard to conduct simultaneously a two-year program and a four-year program differing somewhat from each other in content and design. Many Conference members feared that the best-equipped institutions might refuse even to attempt this, and that psychological examiners would be able to obtain training only in ill-equipped colleges and universities.Accreditation does more than serve as a convenience to individuals and certification agencies. It means that an accredited program is meeting a high standard ; it discourages institutions who cannot meet this standard. The credential or degree awarded to the student be-171